Maria-Jose Masanet

La eficacia comunicativa en la educación: potenciando las emociones y el relato

En la investigacion que da pie a estas paginas se aborda la problematica de la eficacia de la comunicacion educativa mediante una doble estrategia metodologica. Se administraron mas de 1.200 cuestionarios a profesionales de cuatro instituciones dedicadas a la comunicacion persuasiva, dos tradicionales, la iglesia y la escuela, y dos de creacion mas reciente, el periodismo y la publicidad. Probablemente son los cuatro colectivos con mas fuerza socializadora en los ultimos siglos. Para este articulo se analizaron de manera especial las respuestas de los educadores en torno a la concepcion de los procesos comunicativos y a los requisitos necesarios para la eficacia comunicativa, y se compararon con las de los demas colectivos, sobre todo con las de los profesionales de la publicidad. Finalmente se confrontaron todas estas respuestas con algunas aportaciones que se han hecho desde la neurociencia durante las ultimas decadas en torno al funcionamiento de la mente humana, especialmente en relacion con la toma de decisiones, para ver que propuestas comunicativas ofrecen una mayor garantia de eficacia. Del conjunto de los resultados se desprende para los educadores la necesidad de superar una comunicacion polarizada estrictamente en lo cognitivo, centrada en la transmision, mas preocupada por garantizar la oferta que por crear una demanda, y la de abrirse a las potencialidades comunicativas de la emocion, de la interaccion y del storytelling.

Myths of romantic love and gender-based violence in the fan forum of the spanish teen series Los Protegidos

By analysing the fan forum of a popular Spanish teen series aimed at young people, Los Protegidos (2010–12), this study explores how stereotypical myths and beliefs about romantic love are maintained. The article interprets comments made by Spanish fans of the series about the reactions and behaviours of the leading couple. We found that fan forum participants evaluate the couple’s behaviour according to gender stereotypes. They justify the male character’s aggressive behaviour towards the female character and blame her for her mistreatment. Based on the analysis results, we reflect on the perpetuation of myths that justify violence in romantic relationships.

Toward a typology of young produsers: Teenagers’ transmedia skills, media production, and narrative and aesthetic appreciation:

Based on the qualitative analysis of data from workshops and interviews with teenagers from eight countries, this article aims to determine the degrees of productive, narrative, and aesthetic knowledge that teenagers put into practice when they create their media contents. From a theoretical framework that links teens, informal learning environments, and participatory cultures, the findings point toward three types of teenage produsers: casual, aspirational, and expert. Each type is representative of different aspects of production in terms of the types of media contents produced; the planning of the production process; the application of narrative and aesthetic values when creating; and the motivations behind the production. The study concludes with an invitation to rethink what participatory culture means in the light of teenagers’ production practices.

Three paradoxes in the approach to educational technology in the education studies of the Spanish universities

The education studies of the Spanish universities are not alien to technological innovations, but their approach to them tends to be basically instrumental. Neuroscience’s contributions about the functioning of the minds that interact with these technologies give new perspectives to the academic world; perspectives that are necessary for optimizing teaching-learning processes. This article analyses the recent scientific production on ICT and innovation in Spanish higher education, as well as the Spanish university teaching guides of education degree subjects about technologies. This critical analysis is organized around three paradoxes related to information, rationality and critical sense. Comparing the analysis results with the discoveries of neuroscience during the last decades reveals limits and contradictions in those areas that tend to be considered strongest in the technology-education relationship. We draw conclusions for revising the parameters for the approach to ICT in university education.